Download 2251 SOCIOLOGY - Cambridge International Examinations

CAMBRIDGE INTERNATIONAL EXAMINATIONS
Cambridge Ordinary Level
MARK SCHEME for the May/June 2015 series
2251 SOCIOLOGY
2251/22
Paper 2, maximum raw mark 70
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
® IGCSE is the registered trademark of Cambridge International Examinations.
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Mark Scheme
Cambridge O Level – May/June 2015
Syllabus
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Section A: Family
1
As society changes, so does family life. Urbanisation is thought by many to be one of the
key reasons why family life is changing.
(a) What is meant by the term ‘urbanisation’?
[2]
Refers to the growth in the proportion of the population living in towns and cities. The idea
that the majority of the population migrate from rural to urban areas.
One mark for partial definition, e.g. moving to the city.
Two marks for clear definition, e.g. the process where the majority of the population migrate
from rural areas to towns/cities, often for work.
(b) Describe two demographic trends affecting the family, other than urbanisation.
[4]
Candidates will be expected to describe two demographic (population) trends affecting the
family.
Demographic trends: patterns of population changes e.g. birth rate/death rate
Possible trends:
• Decline in the adult death rate (e.g. growth in beanpole families);
• Decline in infant mortality rate (e.g. increased child-centeredness);
• The ageing population in modern industrial societies (e.g. having to care for relatives);
• Longer life expectancy (e.g. increased involvement with elderly relatives);
• Decline/Increase in the birth rate/fertility rate (e.g. decreased average family size);
• Females have a longer life expectancy (e.g. increase in one person households);
• Migration patterns; either immigration or emigration (e.g. increase in family diversity/
increase in modified extended family or parents abroad working whilst children are
raised by extended family);
• Other reasonable response.
One mark for each point correctly identified (up to maximum of two).
One mark for each point that is developed (up to a maximum of two).
(c) Explain how urbanisation affects family life.
[6]
Candidates need to show an understanding of the relationship between urbanisation and
family life. Effects explained may be either positive or negative or a mixture of both.
Possible answers:
• Cost of living – young people likely to face difficulties in affording to buy their own home
in towns/cities, therefore live with parents well into adulthood, the ‘boomerang
generation’ returning to the family home after higher education is completed as maybe
can’t find work;
• Increased need for both partners to work in order to be able to financially support the
family means less time for childcare, external agencies used for childcare i.e. nurseries,
nannies etc.
• Due to partners working changing functions of the family e.g. need schools to educate
• Move towards smaller families – changing role of women (particularly in urban areas) –
equal status and rights with men means lots of women are more career focused and this
impacts on family life and helps to explain the move towards smaller families, also linked
to smaller homes in towns/cities/lack of space;
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Breakdown of the extended families – smaller families are encouraged - need for a
geographically mobile workforce – workforce needs to be able to easily move to other
areas for promotion or work, this is easier in this format and means the wider kin are
unlikely to live close together;
Widening social gulf between family members - opportunities for social mobility through
aspects such as Higher Education and professional jobs, often found in towns and cities
means there may be a widening ‘social gulf’ between family members;
Breakdown of traditional family support structures as families have to rely on
telecommunications and social media for contact;
Breakdown of family-based communities - gentrification of towns and cities means an
increase in house prices and a divide between the rich and the poor, often resulting in
local people not being able to afford housing in their neighbourhoods and so displacing
them elsewhere resulting in a breakdown of community;
Social problems and their effects on family life – crime, drugs, gangs etc.
Other reasonable response.
Band 0
No creditworthy response.
Band 1 (1–3)
Answers in this band will show only a limited awareness of the concept of urbanisation and
its manifold effects on family life and may talk about e.g. ‘families living apart’. Responses
may be short and un/under developed. At the bottom of the band (1 mark), expect one weak
point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but
there may be a tendency towards simplistic answers, engaging with sociological ideas
without using sociological language.
Band 2 (4–6)
A clear and accurate explanation, showing good sociological knowledge and understanding
of the relationship between urbanisation and the effects on family life. Sociological terms and
concepts should be expected e.g. ‘urbanisation results in families having to live apart from
one another as they have to be geographically mobile in order to look for work.’ This would
be followed by explanation of factors leading to this. At the bottom of the band, the range of
points covered may be narrow or lack detail. Higher in the band, answers will cover more
than one factor in a well-developed way or cover several factors in less detail.
(d) Explain why there is an ageing population in modern industrial society.
[8]
Candidates should show awareness of the various social factors which may lead to an
ageing population. Consideration should also be given to cultures where it is expected for
adult children to remain at home until they marry and/or are expected to stay at home to care
for younger siblings or older relatives.
Possible answers:
• Improved hygiene and sanitation;
• Advances in medicine and science;
• Higher standards of living – higher wages, better food, more amenities in the home,
much improved housing conditions generally;
• Public health and welfare systems i.e. the UK’s NHS system;
• Health education – widespread knowledge of the benefits of healthy diet and exercise,
awareness of the dangers of smoking, excessive drinking etc.
• Improved working conditions – technological developments, health and safety
legislation, shorter working hours, more leisure time etc.
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Early retirement/pensions provisions (less stress so live longer);
Decline in the birth rate in some societies
Increased life expectancy;
Other reasonable response.
Band 0
No creditworthy response.
Band 1 (1–3)
Answers in this band will show only a limited awareness of why we have an ageing
population. A tendency to description is likely. Responses may be short and undeveloped,
e.g. ‘people living longer’ stated without explanation. Sociological terms and concepts are
unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the
band (2–3 marks), candidates may offer more than one weak point.
Band 2 (4–6)
Answers in this band will show basic sociological knowledge and understanding of why we
have an ageing population. Responses may be underdeveloped and lacking in range. e.g.
‘We have an increasingly ageing population because there have been lots of advances in
medicine.’ ‘The population is ageing because of the declining birth rate’ etc. At the bottom of
the band, candidates are unlikely to use sociological terms and concepts accurately. Higher
in the band, candidates may be beginning to use sociological terms and concepts with
greater accuracy. However, some aspects of the answer may only be partially
developed/explained.
Band 3 (7–8)
Answers in this band will show good sociological knowledge and understanding of why we
have an ageing population and will be well developed and explained e.g. ‘we have an
increasingly ageing population because there have been lots of advances in medicine. This
means that vaccines and cures have been found for diseases that would previously have
killed people. Similarly, drugs for diseases such as cancer can often prolong life well into old
age’. Or ‘The population is ageing because we live in a healthier society in terms of food,
exercise and ‘vices’. The informal agencies of socialisation all ensure that we know the
benefits of a healthy diet and exercise and the dangers of things such as smoking and
alcohol. These often today attract negative sanctions and so helps to explain why the
population is living longer on average than ever before.’ They can then expand on the
explanation of this and other factors as necessary. Sociological terms and concepts will be
used accurately overall. Answers will be well focused on the question and there will be a
range of reasons presented. At the top of the band explanations will be clear throughout.
(e) To what extent are the roles found in the family changing in
modern industrial society?
[15]
Candidates should show awareness of the complexity and diversity of the roles found in the
family here. A range of different family types are likely to be discussed. There should be a
focus on how family roles have changed over time.
Possible answers:
For
• Joint conjugal roles leads to greater equality and more symmetry;
• Typically both partners work so external agencies/other family members are required for
childcare;
• Lone parent families on the increase in many societies;
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Growth in singlehood and childlessness;
Rise in ‘children’s rights’ – the idea of the child focused/centred family;
Homosexual families;
More births outside marriage;
Remarriage and the growth of the reconstituted family;
Decline in marriage and the growth of cohabitation;
Rising divorce rates;
Beanpole and boomerang families (ageing population);
Loss of traditional family functions;
Weakening of extended kinship links and the decline of the extended family;
Other reasonable response.
Against
• Segregated conjugal roles still exist/the triple shift for women;
• Women still responsible for most childcare and other caring responsibilities;
• Women still responsible for housework;
• Women more likely to work part-time;
• Wider family members do still live with the smaller family unit due to childcare/financial
needs;
• Family unit is still the most important source of primary socialisation;
• The extended family has not disappeared it has merely changed i.e. the modified
extended family (use of media to maintain relationships) and in some cultures and/or
social classes is as strong as ever;
• The type of family does not affect the roles within it i.e. the argument that a homosexual
family provides the same love and support as a more traditional heterosexual family;
• Other reasonable response.
Band 0
No creditworthy response.
Band 1 (1–4)
Answers in this band may be vague and largely based on common sense showing limited
knowledge of the extent to which roles in the family are changing in modern industrial
society. Use of sociological terms or concepts is very unlikely. Responses may be short,
undeveloped and one-sided, e.g. men and women are more equal now as they both go out
to work. Children are the main focus of modern families. Everyone has the same roles in
families. Lower in the band (1–2 marks), expect one or two weak points. Higher in the band
(3–4 marks) candidates may offer more than two points or provide a weak definition of key
terms, e.g. roles are the parts played by people in a family, in the question.
Band 2 (5–8)
In this band candidates will show some basic knowledge of the extent to which roles in the
family are changing in modern industrial society. Alternatively, they may offer an answer
which is list-like in nature but there will be no real attempt to assess the issues raised by the
question. There may be limited/some use of sociological terms or concepts. Responses may
be underdeveloped and lack range. Answers may be simplistic and two-sided responses are
unlikely e.g. Not everyone has children anymore and lots of people live alone. Children have
more rights in the family than they did before. Women have more power in their family life
than they did before etc. Lower in the band, the response will be rather narrow in the points
covered and there will be little development. Higher in the band, more points will be covered
and there will be limited development of some points. Alternatively, a list-like answer with
little development covering both sides of the argument may score up to 8 marks.
A one-sided answer cannot score higher than 8 marks.
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Band 3 (9–12)
Answers in this band will show good sociological knowledge and understanding of the extent
to which roles in the family are changing in modern industrial society. Sociological terms and
concepts will be used with greater accuracy and/or frequency. For the most part, answers will
be well developed, focused on the question and there will be a range of points presented.
Candidates may say that e.g. despite more equality and changing roles within the family,
women still do most of the housework and childcare. Or increased rates of divorce,
remarriage and the formation of reconstituted families means that traditional roles in the
family have had to change. There will be a two-sided response but this may be unbalanced.
At the bottom of the band, candidates may provide a narrower range of well developed
points. At the top of the band, expect a wider range of points and clear focus on the question.
Band 4 (13–15)
Answers in this band will show excellent knowledge and understanding of the extent to which
roles in the family are changing in modern industrial society. There will be a strong grasp of
the argument as well as accurate and frequent use of sociological terms and concepts.
Answers will be well developed, clearly focused on the question and discuss a wide range of
points. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the
answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to
offer an assessment of the ‘To what extent…?’ part of the question through a focused
conclusion. Candidates should show consideration of points for and against the idea of
changing roles in the family, citing some of the examples given.
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Section B: Education
2
The type of school an individual attends is thought to have a big influence on their
educational success. One type of school found in modern industrial society is a single sex
school.
(a) What is meant by the term ‘single sex school’?
[2]
The practice of conducting education where male and female students attend separate
classes or in separate buildings or schools – segregation.
One mark for partial definition, e.g. just boys are taught here.
Two marks for clear definition, e.g. a school that educates one sex only, i.e. an all boys or all
girls school.
(b) Describe two ways that schools have tried to improve the educational
achievement of boys.
[4]
Candidates will describe two different ways.
Possible answers:
• Higher teacher expectations of male students (e.g. better management of poor boys’
classroom behaviour);
• Reduction of negative peer group pressure, (e.g. breaking down anti-school subcultures
and gang culture);
• Male role models (either via the employment of strong male teachers or by external
mentoring schemes);
• More active learning practices (e.g. ideas to keep boys engaged);
• More ‘hands on’ workplace based learning (e.g. vocationalism);
Focus on examinations (e.g. decline of coursework/controlled assessment)
• Single sex lessons (e.g. boys/girls only to avoid distractions)
• Differential rewards for boys and girls (e.g. sports rewards for boys)
• Other reasonable response.
One mark for each point correctly identified (up to maximum of two).
One mark for each point that is developed (up to a maximum of two).
(c) Explain how informal education is different from formal education.
[6]
Candidates should show an understanding of the differences between formal and informal
education.
Informal education – learning from various agencies of socialisation such as the family and
peer group. These give us very general developments in our skills and knowledge base.
Formal education – delivered in institutions specifically designed to educate people. Here a
formal curriculum is taught with courses to follow and examinations to sit.
Possible answers:
• Informal education is far more flexible and diverse than formal education
• Formal education is based on a published course structure with established assessment
objectives leading to examinations
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Informal education can occur in a variety of different settings and circumstances, formal
education is based within an educational establishment
Informal education is a lifelong process, formal education is limited to the time spent in
an educational system
Informal education can occur within schools via the hidden curriculum
Other reasonable response.
Band 0
No creditworthy response.
Band 1 (1–3)
Answers in this band will show only a limited awareness of how informal education is
different to formal. Responses may be short and un/under developed. Candidates may only
consider formal or informal education. At the bottom of the band (1 mark), expect one weak
point. Higher in the band (2–3 marks), candidates may offer more than one weak point, but
there may be a tendency towards simplistic answers, engaging with sociological ideas
without using sociological language, e.g. ‘where you learn stuff with no examinations.’
Band 2 (4–6)
A clear and accurate explanation showing good sociological knowledge and understanding of
the differences between formal and informal education. Sociological terms and concepts
should be expected. Candidates may discuss e.g. ‘the learning of norms and values, the
hidden curriculum etc.’ At the bottom of the band, the range of points covered may be narrow
or lack detail. Higher in the band, answers will cover more than one factor in a welldeveloped way or cover several factors in less detail.
(d) Explain why girls often study different subjects to boys in school.
[8]
Candidates should show understanding of the various reasons why girls often study different
subjects to boys in schools. Expect an accurate identification of the subjects typically studied
by boys and those typically studied by girls within candidates’ responses.
Possible reasons:
• Stereotypical expectations and traditional norms and values
• Typical career choices for girls and careers advice given
• Differential gender socialisation and social control
• Pressures to be masculine/feminine i.e. peer pressure
• Perceptions of certain subjects as masculine and others as feminine, often perpetuated
by the gender of the teacher and the content/representations found in textbooks
• Hidden curriculum as it relates to gender and subject choice
• Parental pressure
• Other reasonable response.
Band 0
No creditworthy response.
Band 1 (1–3)
Answers in this band will show only a limited awareness of why girls study different subjects
to boys. Candidates may not know which subjects are male dominated and which are female
dominated. Candidates may only discuss boys or girls. Responses may be short and
undeveloped. e.g. ‘careers advice’ without justification. Sociological terms and concepts are
unlikely to be used. At the bottom of the band (1 mark), expect one weak point. Higher in the
band (2–3 marks), candidates may offer more than one weak point.
Band 2 (4–6)
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Answers in this band will show basic sociological knowledge and understanding of why girls
study different subjects to boys. Responses may be underdeveloped and lacking in range.
Answers may concentrate on just school factors such as ‘pressure from teachers or just
home factors such as pressure from parents and so be a little narrow. At the bottom of the
band, candidates are unlikely to use sociological terms and concepts accurately. Higher in
the band, candidates may be beginning to use sociological terms and concepts with greater
accuracy. However, some aspects of the answer may only be partially developed.
Band 3 (7–8)
Answers in this band will show good sociological knowledge and understanding of why girls
study different subjects to boys and will be well developed and explained, e.g. ‘Oakley’s
study clearly shows that girls and boys are socialised differently in the home and this may
lead to them believing that certain activities and subjects are feminine i.e. cooking and others
are masculine i.e. sport. This may then lead to them choosing to study different subjects at
school.’ Sociological terms and concepts will be used accurately, overall. Answers will be
well focused on the question and there will be a range of reasons presented. At the top of the
band explanations will be clear throughout.
(e) To what extent does the type of school individuals attend affect their life
chances?
[15]
Candidates should show an awareness of the various types of schools available to
individuals and how these may affect life chances.
The most likely types of schools for candidates to focus on are private/independent schools;
state schools; grammar schools; single sex schools; faith schools; academies; studio
schools; comprehensive schools.
Possible answers:
For
• Smaller class sizes and better facilities found in private schools means students are
more likely to do well in examinations
• Clear trend that certain types of schools in certain areas (i.e. state schools in middle
class areas) do better in terms of educational success in public examinations than others
• Private schooling may lead to better job opportunities via the ‘old boys network’
• Whilst only a small minority of the population attend private schooling, the elite/top jobs
are dominated by those who have been privately educated
• The newly formed academies and studio schools have more of an emphasis on
workplace links and work experience and therefore may be a good route into certain jobs
for students
• Grammar schools typically achieve better results than comprehensive schools
• Other reasonable response.
Against
• Compensatory education, university requirements to open up places to deprived
students even when their grades may be lower than others
• Too deterministic – not everyone conforms to the expectations of a school as we live in a
meritocratic society
• Extra resources in deprived areas i.e. educational action zones, rebuilding projects
• Some pupils from deprived areas do achieve and some students who attend private
schools do not do well
• Home factors may be more influential than school factors
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Despite doing better in education, in employment girls are still typically not as successful
as boys – patriarchy, vertical/horizontal segregation, glass ceiling etc
Other reasonable response.
Band 0
No creditworthy response.
Band 1 (1–4)
Answers in this band may be vague and largely based on common sense showing limited
knowledge of how/why the type of school an individual attends affects their life chances. Use
of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and
one-sided e.g. 'you don’t have the same chances if you go to a state school.' Lower in the
band (1–2 marks), expect one or two weak points. Higher in the band (3–4 marks)
candidates may offer more than two points or provide a weak definition of key terms, e.g. life
chances are the opportunities people have, in the question.
Band 2 (5–8)
In this band candidates will show some basic knowledge of how/why the type of school an
individual attends affects their life chances. Alternatively, they may offer an answer which is
list-like in nature but there will be no real attempt to assess the issues raised by the question.
Answers may list factors of inequality and compare them with factors of privilege. There may
be limited use of sociological terms or concepts. Responses may be underdeveloped and
lack range. Answers may be simplistic and two-sided responses are unlikely. Lower in the
band, the response will be rather narrow in the points covered and there will be little
development. Higher in the band, more points will be covered and there will be limited
development of some points. Alternatively, a list-like answer with little development covering
both sides of the argument may score up to 8 marks.
A one-sided answer cannot score higher than 8 marks.
Band 3 (9–12)
Answers in this band will show good sociological knowledge and understanding of how/why
the type of school an individual attends affects their life chances. Sociological terms and
concepts will be used with greater accuracy and/or frequency. For the most part, answers will
be well developed, focused on the question and there will be a range of points presented.
There will be a two-sided response but this may be unbalanced. At the bottom of the band,
candidates may provide a narrower range of well-developed points. At the top of the band,
expect a wider range of points and clear focus on the question. Candidates may outline that
e.g. although in general children who attend private schools achieve more in education, there
are examples where state students do better so perhaps home factors are just as important
as the type of school attended.
Band 4 (13–15)
Answers in this band will show excellent knowledge and understanding of how/why the type
of school an individual attends affects their life chances. There will be a strong grasp of the
argument as well as accurate and frequent use of sociological terms and concepts. Answers
will be well developed, clearly focused on the question and discuss a wide range of points.
Candidates may outline factors of underachievement and other factors which can
compensate for social inequality e.g. teacher expectation, gender, elitism, old boys network
etc. Responses will be two-sided and balanced. At the bottom of the band (13 marks), the
answer may lack a specific conclusion. Higher in the band, there will be a clear attempt to
offer an assessment of the ‘To what extent…?’ part of the question through a focused
conclusion.
Section C: Crime, deviance and social control
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Crime is thought to be a big problem in modern industrial society and different people
have very different views on how to deal with it. Some sociologists believe that prison is a
deterrent to criminal behaviour. However, others think that prison does not solve the
problem of crime.
(a) What is meant by the term ‘deterrent’?
[2]
Something that is intended to discourage a person from doing something seen to be
unacceptable. One mark for partial definition, e.g. something that prevents people from
committing crime.
Two marks for clear definition, e.g. something that discourages people from committing
crime, such as fear of going to prison
(b) Describe two ways of dealing with crime, apart from prisons.
[4]
Candidates will describe two ways of dealing with crime.
Possible answers:
• Informal agents of social control (e.g. the family, religion, media etc. )
• Socialisation processes (e.g. teaching the correct norms and values)
• The death penalty (e.g. the ultimate deterrent)
• Corporal punishment (e.g. flogging)
• Mental health orders (e.g. being hospitalised)
• Rehabilitation/reform programmes (e.g. counselling)
• Community sentencing (e.g. cleaning graffiti)
• Surveillance (e.g. CCTV/tagging/curfews)
• Fines (e.g. paying for your crime)
• Exile/deportation (e.g. being sent away)
• Other reasonable response.
One mark for each point correctly identified (up to a maximum of two).
One mark for each point that is developed (up to a maximum of two).
(c) Explain how sociologists use victim surveys to measure crime.
[6]
Candidates need to demonstrate an understanding of the ways in which victim surveys are
used to measure crime. They may discuss either national or local surveys or both.
Possible answers:
• Victim surveys ask people what crimes they have been a victim of – these may not have
been reported to the police therefore revealing more of an accurate picture of crime
• Typically done on a large scale sample i.e. the British Crime Survey so good for
gathering representative and generalisable data
• Typically done using an interview method with skilled researchers to allow for a rapport
to be built up so producing rich and valid data
• Local surveys are also used to try and build up a picture of crime in a particular area or
community i.e. The Merseyside Survey/The Islington Survey
• They provide information uncovering some of the dark figure of crime not reported to or
recorded by the police
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Provide insights into the victims of crime and their feelings and experiences. This is
particularly used by Feminist sociologists in studies of crimes such as abuse and rape.
Other reasonable response.
Band 0
No creditworthy response.
Band 1 (1–3)
Answers in this band will show only a limited awareness of how sociologists use victim
surveys to measure crime. Responses may be short and un/under developed. Candidates
may be confused as to what is meant by a victim survey. At the bottom of the band (1 mark),
expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one
weak point, but there may be a tendency towards simplistic answers, engaging with
sociological ideas without using sociological language, e.g. ‘ask people what crimes they
have been a victim of’.
Band 2 (4–6)
A clear and accurate explanation showing good sociological knowledge and understanding of
how sociologists use victim surveys to measure crime. Sociological terms and concepts
should be expected. Candidates may refer to the dark figure of crime, Feminism, local and
national pictures, validity etc. with examples. At the bottom of the band, the range of points
covered may be narrow or lack detail. Higher in the band, answers will cover more than one
factor in a well-developed way or cover several factors in less detail.
(d) Explain why there is a ‘dark figure’ of crime in society.
[8]
Candidates need to identify what is meant by the term ‘dark figure’ of crime and be clear
which crimes in particular are likely to feature in here.
The dark figure of crime is a term employed by sociologists to describe the amount of
unreported, unrecorded or undiscovered crime in society.
Possible answers:
•
Not all crimes appear in the official statistics, because there is at least a three-stage
process involved, which may not always be followed. The three stages are: – somebody
must be aware that a crime has taken place, that crime must be reported, the police or
other agency must accept that a law has been broken and record the crime. This often
does not happen.
•
Some crimes are not reported to the police because – the public regards them as too
trivial, the victim finds the matter embarrassing, individuals are unaware that they are
victims (e.g. fraud), lack of confidence or trust in the police, a fear of reprisals, the victim
may take the law into their own hands, children may not understand they have been a
victim, victim may not want to harm the offender (e.g. domestic violence and abuse).
Some crimes are much more likely to be reported and recorded than others – where
insurance claims for cars or household goods are involved, serious crimes are more
likely to be reported than trivial offences, media campaigns or the reporting of highprofile cases can lead to "moral panics" and so certain crimes are more likely to be
reported.
Police discretion can influence reporting and recording – different police forces employ
different categories and paperwork, there are campaigns that lead to crackdowns on
certain crimes or offences, such as drunk driving at Christmas, some police forces will
pay less attention to certain types of offence, such as the decision by the London Met to
•
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liberalise the policing of soft drugs in Brixton in 2002, a shift from informal or community
policing to stricter, military-style policing and zero tolerance campaigns, or vice versa,
will influence crime rates.
Some social groups (i.e. dependent on age, gender, ethnicity, class, status) are less
likely than others to appear in the crime statistics as they are not stereotyped or thought
of as criminals i.e. white collar criminals.
Other reasonable response.
Band 0
No creditworthy response.
Band 1 (1–3)
Answers in this band will show only a limited awareness of why there is a dark figure of crime
in society. Candidates may not fully understand what is meant by dark figure of crime.
Responses may be short and undeveloped. e.g. not all crimes are reported to the police.
Sociological terms and concepts are unlikely to be used. At the bottom of the band (1 mark),
expect one weak point. Higher in the band (2–3 marks), candidates may offer more than one
weak point.
Band 2 (4–6)
Answers in this band will show basic sociological knowledge and understanding of why there
is a dark figure of crime in society. Candidates may say that e.g. not all crimes are reported
to the police because of victim embarrassment or a fear of reprisals. Responses may be
underdeveloped and lacking in range. At the bottom of the band, candidates are unlikely to
use sociological terms and concepts accurately. Higher in the band, candidates may be
beginning to use sociological terms and concepts with greater accuracy. However, some
aspects of the answer may only be partially developed.
Band 3 (7–8)
Answers in this band will show good sociological knowledge and understanding of why there
is a dark figure of crime in society and will be well developed and explained. Candidates may
discuss statistical evidence of the proportion of reported/recorded/known about crimes and
the differential treatment of certain crimes such as white-collar, insurance related, sexual etc.
Sociological terms and concepts will be used accurately, overall. Answers will be well
focused on the question and there will be a range of reasons presented. At the top of the
band explanations will be clear throughout.
(e) To what extent do prisons solve the problem of crime?
[15]
Candidates need to show an understanding of whether prisons solve the problem of crime
with clear examples.
Possible answers:
For
• To prevent crime – if a criminal is locked away they cannot be committing crime
• To deter others from committing crime – the fear of going to prison i.e. through negative
media representations ensures that most people do not commit crime
• To reform offenders – rehabilitation schemes, counselling, education and training are all
available inside prisons to help criminals turn their lives around
• To punish criminals – the idea of retribution, that prison life is difficult and unappealing
• To keep the public safe – some criminals are so dangerous that they need to be locked
away from society
© Cambridge International Examinations 2015
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Syllabus
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In a society where the death penalty is not available, this may be the harshest form of
punishment that there is
Other reasonable response.
Against
• Prison is seen by many to be a ‘university of crime’ where offenders soon learn how to
be better criminals
• For some groups i.e. the homeless, prison life is preferable to life on the outside
• The rates of re-offending for people who have been to prison are high, once you have
been to prison it is likely that you will go back
• Drug abuse, crime and bullying are rife in prisons
• Prison life is too soft – TV’s, X-boxes etc. mean that it is no punishment at all
• The financial costs of sending people to prison are huge so it may not be cost-effective
• Crime is still committed so therefore prisons can’t be that effective
• Other methods of punishment such as fines, community service etc. may solve the crime
problem more effectively than prisons
• Other reasonable response.
Band 0
No creditworthy response.
Band 1 (1–4)
Answers in this band may be vague and largely based on common sense showing limited
knowledge of whether prisons are effective at solving the problem of crime. Use of
sociological terms or concepts is very unlikely. Responses may be short, undeveloped and
one-sided. e.g. prisons lock people away so they can’t commit crime. Lower in the band (1–2
marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer
more than two points or provide a weak definition of key terms, e.g. prisons lock bad people
away, in the question.
Band 2 (5–8)
In this band candidates will show some basic knowledge of whether prisons are effective at
solving the problem of crime. Alternatively, they may offer an answer which is list-like in
nature but there will be no real attempt to assess the issues raised by the question. There
may be limited use of sociological terms or concepts. Candidates may discuss some reasons
why prisons do work i.e. deterrence, punishment etc. but responses may be underdeveloped
and lack range. Answers may be simplistic and two-sided responses are unlikely. Lower in
the band, the response will be rather narrow in the points covered and there will be little
development. Higher in the band, more points will be covered and there will be limited
development of some points. Alternatively, a list-like answer with little development covering
both sides of the argument may score up to 8 marks.
A one-sided answer cannot score higher than 8 marks.
Band 3 (9–12)
Answers in this band will show good sociological knowledge and understanding of whether
prisons are effective at solving the problem of crime. Sociological terms and concepts will be
used with greater accuracy and/or frequency. For the most part, answers will be well
developed, focused on the question and there will be a range of points presented.
Candidates may be able to present a range of points to support the idea that prison does
work, but also be aware of some of the weaknesses i.e. drug use, recidivism etc. There will
be a two-sided response but this may be unbalanced. At the bottom of the band, candidates
may provide a narrower range of well-developed points. At the top of the band, expect a
wider range of points and clear focus on the question.
© Cambridge International Examinations 2015
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Mark Scheme
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Syllabus
2251
Paper
22
Band 4 (13–15)
Answers in this band will show excellent knowledge and understanding of whether prisons
are effective at solving the problem of crime. There will be a strong grasp of the argument as
well as accurate and frequent use of sociological terms and concepts. Answers will be well
developed, clearly focused on the question and discuss a wide range of points. For example,
candidates may say that as well as agreeing that prisons are necessary at controlling crime
and do so in a number of different ways, there are also other ways of doing this i.e. death
penalty, informal measures, socialisation etc. Responses will be two-sided and balanced. At
the bottom of the band (13 marks), the answer may lack a specific conclusion. Higher in the
band, there will be a clear attempt to offer an assessment of the ‘To what extent…?’ part of
the question through a focused conclusion.
© Cambridge International Examinations 2015
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Mark Scheme
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Syllabus
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Section D: Media
4
The media is an increasingly important agent of secondary socialisation in modern
industrial societies. How social groups are represented in the media is therefore very
important.
(a) What is meant by the term ‘secondary socialisation’?
[2]
The process of learning the correct behaviour, norms and values in a society, reinforcing
what is learnt in the primary stage. Normally thought to start from the age of approximately
5 years and to be a lifelong process.
One mark for partial definition. e.g. learning norms and values
Two marks for clear definition, e.g. learning that takes place beyond the family, developing
and reinforcing the basics learnt in the primary stage
(b) Describe two stereotypes of men often seen in the media.
[4]
Candidates will describe two stereotypes of men often seen in the media, they may describe
traditional or more modern stereotypes, either are fine to credit.
Possible answers:
• Physical strength (e.g. muscly, action hero)
• Protector (e.g. hero, saviour)
• Provider (e.g. breadwinner)
• High status/professional (e.g. business man)
• Aggressive/violent (e.g. domestic abuser)
• In charge/dominant (e.g. the boss)
• Unemotional, not in touch with emotions (e.g. does not cry)
• Not bothered about appearance, (e.g. fashion or beauty)
• Gay men (e.g. camp)
• Metrosexual male (e.g. buys moisturiser)
• The hen-pecked husband (e.g. told what to do by his wife)
• House husband (e.g. stays home whilst the wife is the breadwinner)
• Other reasonable response.
One mark for each male stereotype correctly identified (up to a maximum of two).
One mark for each point developed (up to a maximum of two).
(c)
Explain how working people class are represented in the media.
Candidates need to demonstrate an understanding of the way social class affects media
representations.
Possible answers:
• May be presented in the context of ‘trouble’ i.e. strikers, rioters, criminals etc.
• As a community i.e. soap operas and traditional community values, ‘togetherness’
• As welfare scroungers, jobless, lazy
• As uneducated and poorly qualified
• Males being employed in physical/manual work, females as housewives/low status
and/or part time work
• Hard-working, loyal and honest
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Stereotypical/limited/repetitious
Invisibility (under representation of working class people in the media)
Other reasonable response.
Band 0
No creditworthy response.
Band 1 (1–3)
Answers in this band will show only a limited awareness of how the lower social classes are
represented in the media. Responses may be short and un/under developed. At the bottom
of the band (1 mark), expect one weak point. Higher in the band (2–3 marks), candidates
may offer more than one weak point, but there may be a tendency towards simplistic
answers, engaging with sociological ideas without using sociological language, e.g. ‘the
working class are represented as trouble makers.’
Band 2 (4–6)
A clear and accurate explanation showing good sociological knowledge and understanding of
how the lower social classes are represented in the media. For example, recognising that
there are different representations depending on the type/genre of media looked at – some
being negative and some being positive but all, largely, being stereotyped. Sociological terms
and concepts should be expected. At the bottom of the band, the range of points covered
may be narrow or lack detail. Higher in the band, answers will cover more than one factor in
a well-developed way or cover several factors in less detail.
(d) Explain why the media are thought to be an important agency of socialisation.
[8]
Candidates should to show an awareness of the media as a secondary agent of socialisation
and an informal agent of social control.
Possible answers:
• Increasing prominence in the Postmodern media saturated world
• Shows desirable norms, values and behaviour and demonises those seen to be
undesirable
• Shows consequences for actions i.e. the good guy always wins
• Increase in social media and audience interactivity
• Access to all types of material in a variety of different formats
• Role models and stereotypes remain as important processes of socialisation
• Immediacy and instant access of the internet on a global scale
• Decline in the importance in many societies of other secondary agencies i.e. religion
• Models of media effects such as the hypodermic syringe demonstrate the power of the
media e.g. children and violence/imitation
• Other reasonable response.
Band 0
No creditworthy response.
Band 1 (1–3)
Answers in this band will show only a limited awareness of why the media is thought to be an
important agency of socialisation. Candidates may not understand what is meant by
socialisation, perhaps confusing it with ‘socialising’. Responses may be short and
undeveloped. e.g. ‘shows stereotypes’ without justification/explanation. Sociological terms
and concepts are unlikely to be used. At the bottom of the band (1 mark), expect one weak
point. Higher in the band (2–3 marks), candidates may offer more than one weak point.
© Cambridge International Examinations 2015
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Mark Scheme
Cambridge O Level – May/June 2015
Syllabus
2251
Paper
22
Band 2 (4–6)
Answers in this band will show basic sociological knowledge and understanding of why the
media is thought to be an important agency of socialisation. Responses may be
underdeveloped and lacking in range. Candidates may explain some of the ways the media
can socialise people e.g. role models, reinforcing norms and values. At the bottom of the
band, candidates are unlikely to use sociological terms and concepts accurately. Higher in
the band, candidates may be beginning to use sociological terms and concepts with greater
accuracy. However, some aspects of the answer may only be partially developed.
Band 3 (7–8)
Answers in this band will show good sociological knowledge and understanding of why the
media is thought to be an important agency of socialisation and will be well developed and
explained. Sociological terms and concepts will be used accurately, overall. Answers will be
well focused on the question and there will be a range of reasons presented. Candidates
may explain the idea that the media’s influence as an agency of socialisation is dependent
on the age of the audience i.e. is particularly significant for young people. At the top of the
band explanations will be clear throughout.
(e) To what extent are patterns of media use determined by the age of the
audience?
[15]
Candidates will need to look at a range of different age groups in their response.
Possible answers:
For:
• Older age groups typically use less social media – the digital divide
• Different types and genres of media are consumed by different age groups
• Ideas of popular/mass and high culture affecting and determining consumption
• Cost/access implications as linked to age i.e. internet/’pay-for’ media services
• Newspapers as a good example of an age divide i.e. the tabloids (red tops) for younger
people, the quality press more older age groups in the UK.
• Magazines chosen over newspapers by many younger age groups
• Internet used more by the younger generations
• Interactive media (i.e. UGC user generated content e.g blogs) more likely to be used by
younger age groups
• Young people are more likely to visit the cinema than other age groups
• The amount of TV people watch typically goes up after the age of 50
• Young people increasingly watch short videos e.g. on social media rather than traditional
films and TV programmes
• Other reasonable response.
Against:
• Consumption and patterns of media use is more about gender than age
• Consumption and patterns of media us e is more about social class than age
• Consumption and patterns of media use is more about level of education than age
• Consumption and patterns of media use is more about ethnicity than age
• In the postmodern world, age is no longer relevant in determining what type of media is
consumed – all about individual choice
• Many people of all ages in modern industrial societies have access to multi-media
products as a norm
• Media usage is more likely to be determined by income than age
• Access to and availability of various types of media is probably more significant than age
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Syllabus
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Paper
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Other reasonable response.
Band 0
No creditworthy response.
Band 1 (1–4)
Answers in this band may be vague and largely based on common sense showing limited
knowledge of whether patterns of media use are determined by the age of the audience. Use
of sociological terms or concepts is very unlikely. Responses may be short, undeveloped and
one-sided, e.g. may speak about young people using the internet. Lower in the band (1–2
marks), expect one or two weak points. Higher in the band (3–4 marks) candidates may offer
more than two points or provide a weak definition of key terms i.e. people of different ages
use the media in different ways in the question.
Band 2 (5–8)
In this band candidates will show some basic knowledge of whether patterns of media use
are determined by the age of the audience. Alternatively, they may offer an answer which is
list-like in nature but there will be no real attempt to assess the issues raised by the question.
There may be limited use of sociological terms or concepts. Responses may be
underdeveloped and lack range. Candidates may list differences in usage according to age.
Answers may be simplistic and two-sided responses are unlikely. Lower in the band, the
response will be rather narrow in the points covered and there will be little development.
Higher in the band, more points will be covered and there will be limited development of
some points. Alternatively, a list-like answer with little development covering both sides of the
argument may score up to 8 marks.
A one-sided answer cannot score higher than 8 marks.
Band 3 (9–12)
Answers in this band will show good sociological knowledge and understanding of whether
patterns of media use are determined by the age of the audience. Sociological terms and
concepts will be used with greater accuracy and/or frequency. For the most part, answers will
be well developed, focused on the question and there will be a range of points presented.
Candidates may discuss the plurality of media available today and how a lot of factors, not
just age, are relevant in determining consumption patterns. There will be a two-sided
response but this may be unbalanced. At the bottom of the band, candidates may provide a
narrower range of well-developed points. At the top of the band, expect a wider range of
points and clear focus on the question.
Band 4 (13–15)
Answers in this band will show excellent knowledge and understanding of whether patterns
of media use are determined by the age of the audience. There will be a strong grasp of the
argument as well as accurate and frequent use of sociological terms and concepts. Answers
will be well developed, clearly focused on the question and discuss a wide range of points.
Candidates may refer to differential usage through gender, ethnicity, choice, Postmodernism
and availability but indicate that although there are general trends in usage there are
exceptions for all factors. Responses will be two-sided and balanced. At the bottom of the
band (13 marks), the answer may lack a specific conclusion. Higher in the band, there will be
a clear attempt to offer an assessment of the ‘To what extent…?’ part of the question through
a focused conclusion.
© Cambridge International Examinations 2015